Australian Review of Applied Linguistics - Volume 39, Issue 1, 2016

This article explores language experiences of three Bangladeshi migrant workers with low English proficiency in Australia through narrative inquiry. The narrative of each participant presents insights into the ways in which these migrants navigated through their work and social life, and developed social and communicative strategies to survive in the host country where English is the dominant language. Analyses of the narratives suggest that despite their limited English proficiency, these migrant workers were able to find ways to contribute to the host society and they felt satisfied with their lives in Australia. Although not generalisable, the findings call for taking a critical look at the prevailing assumption that without English language proficiency migrants cannot enjoy a successful life or ensure their social and economic wellbeing in the host society. At the same time, there needs to be a greater recognition of the role of migrants’ first languages in the new society. We also argue that instead of taking a generalised view of ‘success’ and ‘wellbeing’, taking a differentiated view may be warranted and this may require taking into account migrants’ individual circumstances and their desires and expectations in relation to their social origins.

This paper examines the development of the First Language Maintenance and Development (FLMD) program in South Australia. This program is the main language policy activity that specifically focuses on language maintenance in government primary schools and has existed since 1986. During this time, the program has evolved largely as the result of ad hoc changes, often resulting from decisions made outside the immediate scope of language maintenance provisions. The program was initially introduced as a general reform of language education in primary schools but eventually became a program focused specifically on language maintenance. The paper traces the ways that ad hoc changes have shaped the program and how these have shaped the program over time. As a result of these changes over time, first language maintenance has moved from being an integrated focus within core language policy to being a peripheral language policy activity. As a result, although the FLMD represents an aspect of South Australia’s language policy, it does not have either a clear position within that policy nor does it have a clearly developed focus of its own.

In light of the growing interest in the cognitive approach to task in second language (L2) research, comparatively little has been done to examine such effect over time and the role of individual differences (IDs). The present study was designed to verify some longitudinal evidence for the role of tasks in L2 production and whether IDs, in the example of goal orientations, may have a bearing on that role. Thirty lower-intermediate level undergraduates performed narrative tasks during a five-month period and some were subsequently interviewed. Analysis of the data suggests that goal orientation and task conditions have a combined effect on speaking performance and development. In view of that, this paper questions the validity of findings disregarding learner variability and argues for the necessity to direct future research focus at how IDs may interact with tasks in different ways to influence L2 production.

The current discourse in Australian languages education is that if children study languages in the early years, then languages uptake in secondary schools will increase. There has been little coherent data collection and analysis, however, to support or challenge this discourse. This article draws on findings from an ARC Linkages study in NSW involving cross-sectoral languages study data (2007 to 2014), school case studies and teacher surveys to explore links between primary school provision, uptake and continuation to Year 12. The study focused on 348 schools in two demographic areas – inner city Sydney and Wollongong. The three key findings were that uptake in upper secondary school is primarily a factor of scaling for tertiary entry; that socioeconomic status (SES) is a key factor in K-10 languages provision and uptake and that community languages have been marginalised from day schools. The paper argues that language programs and policy need to be based not on common beliefs but on consistent data collection. It also argues that two key issues need to be addressed to reverse the decline in language study: a review of the tertiary scaling of languages and government strategies which work from issues of equity of access for students in lower-SES schools.